From the paper this morning:
Responding to schools’ evolution teachings
Another school year is under way. I’d like to share some thoughts to help parents.
I host a booth at fairs throughout Wisconsin. We educate folks in interpretation of scientific data. Parents come to my booth for help. I hear comments like: “Help! My son is losing his faith because of evolution being taught in school.” and “I’m sick and tired of evolution and millions of years being shoved down my daughter’s throat.”
After my son took biology at East, I began this outreach. He told me kids are confused about creation/ evolution and don’t know where to get answers.
Space allows only a few points:
Don’t confuse small observable changes in plants and animals to mean they change into other organisms. Perhaps we can say, “Microevolution does not mean macroevolution.”
Evolutionists highlight one organism, i.e. daisies or finches. Small variations are shown, but never a new organism. There’s tremendous variation in plants and animals, color, beak size, length of petal, etc. The fairy tale begins when those small changes are extrapolated to mean more than that. A new organism arising from small changes has never been observed and is therefore not scientific.
When “millions of years” language is heard/read, our kids should ask, “Were you (or anyone) there?” After all, science is supposed to be testable, observable, repeatable. One can claim that, “given enough time anything can happen.” But, really? A great deal of faith is needed to believe that. Children in our schools shouldn’t be subject to such unsubstantiated ideas.
Dinosaurs aren’t really a mystery. Evidence of man with dinosaurs includes:
Drawings, clay dinosaur figures, architectural designs, legends, Chinese calendar, and surprisingly to evolutionists, unfossilized T-rex bones uncovered, having soft tissue and red blood cells. Do students learn these facts?
Good resources are: icr.org or answersingenesis.org.
Mary Weigand, town of Trenton